This study evaluated the effectiveness of a distributed cognition hybrid minicourse in increasing a 1-day camp's ability to effect long-term knowledge retention and pro-environment attitudes and behaviors in sixth graders. The preevent-postevent minicourse was designed to reduce cognitive overload generated by an intense immersion into the unfamiliar places and concepts associated with short-term camps. The minicourse utilized maps, videos, vocabulary, photographs, games, and text to familiarize the intervention group with the educational programming, facilities, staff, and primary instructional concepts they would encounter. The research design was quasi-experimental pretest-posttest with a convenience sample of 122 children. The effectiveness of the course was judged by a comparison of the treatment and control group's pretest and posttest scores from the Children's Environmental Attitude and Knowledge Scale (CHEAKS) (Leeming, Dwyer, & Bracken, 1995). To examine the hypotheses, the ordinal data were converted to interval data and six repeated measures analyses of variance (ANOVAs) were performed. In addition, two repeated measures analyses of covariance (ANCOVA) were conducted to assess differences by group (control vs. treatment) and time (pretest vs. posttest), as well as (male vs. female) and time (pretest vs. posttest) while controlling for prior camp experience. The statistical analyses did not find any significance of treatment groups or time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]